There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. K-12 teachers nationwide are now calling attention to how inadequate pay and poor working conditions are driving economic insecurity and turnover and how insufficient classroom resources continue to hobble their practice, leading to large-scale demonstrations for increased public investment in education. With teachers increasingly engaging in the public sphere and a growing number of elected officials prioritizing support for schools and teaching staff, the demand for change to the systems that prepare, support, and compensate educators continues to build. This study captures early educators' perspectives about their work environments in Florida's Miami-Dade County and examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike.